THE EFFECT OF USING BOARD GAMES ON THE EIGHTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT IN TELLING EXPERIENCE AT SMPN 4 JEMBER IN THE 2014/2015 ACADEMIC YEAR

THE EFFECT OF USING BOARD GAMES ON THE EIGHTH GRADE

STUDENTS’ SPEAKING ACHIEVEMENT IN TELLING EXPERIENCE

AT SMPN 4 JEMBER IN THE 2014/2015 ACADEMIC YEAR

THESIS

By:

OKTAVIA RETNO NAWANG WULAN NIM. 110210401003

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY

i

THE EFFECT OF USING BOARD GAMES ON THE EIGHTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT IN TELLING EXPERIENCE AT

SMPN 4 JEMBER IN THE 2014/2015 ACADEMIC YEAR

THESIS

Proposed to Fulfill One of the Requirements to Obtain the Degree of S1 at the English Education Program of Language and Arts Department

The Faculty of Teacher Training and Education Jember University

By:

OKTAVIA RETNO NAWANG WULAN NIM. 110210401003

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY

ii This thesis is honorably dedicated to:

1. My beloved parents, Mustakim Hadinata and Susiyati; 2. My lovely sister, Putri Retno Mayang Sari.

iii MOTTO

“The difference between a smart man and a wise man is that a smart man knows what to say, a wise man knows whether or not to say it.”

(Frank M. Garafola)

Frank M. Garafola. Available at http://www.selfhelpdaily.com/quotes-about-speaking/ [August 20, 2015]

iv

THE EFFECT OF USING BOARD GAMES ON THE EIGHTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT IN TELLING EXPERIENCE AT

SMPN 4 JEMBER IN THE 2014/2015 ACADEMIC YEAR

THESIS

Proposed to Fulfill One of the Requirements to Obtain the Degree of S1 at the English Education Program of Language and Arts Education Department

The Faculty of Teacher Training and Education Jember University

Name : Oktavia Retno Nawang Wulan

Identification Number : 110210401003

Generation : 2011

Place and Date of Birth : Jember, October 23rd, 1992 Department : Language and Arts Education Study Program : English Education

Approved by:

Consultant I Consultant II

Dra. Wiwiek Eko Bindarti, M.Pd. Dra. Musli Ariani, M.App.Ling NIP. 19561214 198503 2 001 NIP. 19680602 199403 2 001

v

This thesis is approved and received by the Examination Committee of the Faculty of Teacher Training and Education of Jember University on:

Day : Friday

Date : September 4th, 2015

Place : Faculty of Teacher Training and Education, Jember University

Team of Examiners

The Chairperson, The Secretary,

Drs. Bambang Arya Wijaputra Dip.Ed., Ph.D Dra. Musli Ariani, M.App.Ling. NIP. 19601231 198802 1 002 NIP. 19680602 199403 2 001

Member I Member II

Dra. Wiwiek Eko Bindarti, M.Pd. Drs. Bambang Suharjito, M.Ed. NIP. 19561214 198503 2 001 NIP. 19611025 198902 1 004

The Dean of

Faculty of Teacher Training and Education, Jember University

Prof. Dr. Sunardi, M.Pd. NIP. 19540501 198303 1 005

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I certify that this thesis is an original and authentic piece of work by the author himself. All materials incorporated from secondary sources have been fully acknowledged and referenced.

I certify that the content of the thesis which has been carried out since the official commencement date of the approved thesis title; this thesis has not been submitted previously, in whole or in a part, to qualify for any other academic award; ethics procedures and guidelines of thesis writing from the university and the faculty have been followed.

I am aware of the potential consequences of any breach of the procedures and guidelines, e.g. cancellation of my academic award.

I hereby grant to the University of Jember the right to archive and to reproduce and communicate to the public my thesis or project in whole or in a part in the University/Faculty Libraries in all forms of media, now or hereafter known.

Jember, 4 September 2015 The Writer

Oktavia Retno Nawang Wulan NIM. 110210401003

vii

First and foremost, I would like to express my greatest gratitude to Allah SWT the Almighty for blessing and giving me strength and patience so that I can finish writing my thesis entitled “The Effect of Using Board Games on the Eighth Grade Students’ Speaking Achievement in Telling Experience at SMPN 4 Jember in the 2014/2015 Academic Year”. Eventually, I also would like to express my deepest and sincerest thanks to the following persons.

1. The Dean of the Faculty of Teacher Training and Education, Jember University.

2. The Chairperson of Language and Arts Department. 3. The Chairperson of English Education Study Program.

4. My first and second consultants, Dra. Wiwiek Eko Bindarti, M.Pd. and Dra. Musli Ariani, M.App.Ling. Thank you very much for your academic and moral guidance and support during the whole accomplishment of this thesis.

5. My Academic Consultant, Dr. Aan Erlyana Fardhani, M.Pd., who has guided me throughout my study years.

6. The lecturers of English education program who have given me moral supports to work harder in accomplishing the thesis.

7. The principal and the English teacher of SMPN 4 Jember for helping me to get the data and support me in conducting of the research.

8. The eighth grade students of SMP 4 Jember in the 2014/2015 academic year, especially VIII A and VIII F as the respondents of this research. Finally, I hope this thesis will be useful for the readers. Any constructive suggestions and criticisms are extremely appreciated.

Jember, 4 September 2015

viii

Page

TITLE ... i

DEDICATION ... ii

MOTTO ... iii

CONSULTANTS’ APPROVAL ... iv

APPROVAL OF THE EXAMINATION COMMITTEE ... v

STATEMENT OF THESIS AUTHENTICITY ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... viii

THE LIST OF TABLES ... xi

THE LIST OF APPENDICES ... xii

SUMMARY ... xiii

CHAPTER I. INTRODUCTION ... 1

1.1 Background of the Research ... 1

1.2 Problem of the Research ... 4

1.3 Objective of the Research ... 4

1.4 Significance of the Research ... 5

1.4.1 The English Teacher ... 5

1.4.2 The Students ... 5

1.4.3 The Other Researchers ... 6

CHAPTER II. LITERATURE REVIEW ... 7

2.1 Games in Language Teaching and Learning Process. ... 7

2.1.1 The Characteristics of Games in Language Teaching and Learning Process ... 9

2.1.2 Kinds of Games in Language Teaching and Learning Process ... 9

ix

2.3.1 Speaking Achievement ... 15

2.3.2 The Aspects of Speaking ... 16

2.4 Telling Experience ... 19

2.5 Teaching Speaking Using Board Games ... 22

2.6 The Previous Research Findings ... 23

2.7 The Hypothesis of the Research ... 25

CHAPTER III. RESEARCH METHODS ... 26

3.1 Research Design ... 26

3.2 Area Determination Method ... 28

3.3 Respondents Determination Method ... 29

3.4 Operational Definitions of the Terms ... 29

3.4.1 Board Games ... 30

3.4.2 The Students’ Speaking Achievement ... 31

3.4.3 Telling Experience ... 31

3.5 Data Collection Methods ... 31

3.5.1 Speaking Test ... 31

3.5.2 Documentation ... 37

3.5.3 Interview ... 38

3.6 Data Analysis Methods ... 38

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 40

4.1 The Research Activities ... 40

4.1.1 The Teaching and Learning Process in Experimental Group ... 41

4.1.2 The Teaching and Learning Process in Control Group ... 42

4.1.3 The Post-test Activities ... 44

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4.2.1 The Result of Documentation ... 48

4.2.2 The Result of the Interview ... 48

4.3 The Result of the Homogeneity Analysis ... 49

4.4 The Primary Data ... 50

4.4.1 The Result of Post-test ... 51

4.4.2 The Analysis of the Data Computation ... 52

4.4.3 The Hypothesis Verification ... 54

4.5 Discussion ... 54

CHAPTER V. CONCLUSION AND SUGGESTIONS ... 58

5.1 Conclusion ... 58

5.2 Suggestions ... 58

5.2.1 The English Teacher ... 58

5.2.2 The Students ... 58

5.2.3 The Future Researchers ... 59

REFERENCES ... 60

xi

Table 3.1 The Indicator of 2006 Curriculum and the Post-Test ... 32

Table 3.2 The Rating Scale of the Students’ Speaking Achievement... 35

Table 4.1 The Schedule of Conducting the Research ... 40

Table 4.2 The Results of the Try Out Test Administered on May 12th, 2015 ... 45

Table 4.3 The Results of the Try Out Test Administered on May 19th, 2015 ... 45

Table 4.4 The Total Number of the Eighth Grade Students of SMPN 4 Jember in the 2014/2015 Academic Year ... 48

Table 4.5 The Result of ANOVA Between Groups ... 49

Table 4.6 The Descriptives of Speaking Scores... 50

Table 4.7 The Output of Statistical Description... 52

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THE LIST OF APPENDICES

Appendix A. Research Matrix ... 64

Appendix B. Secondary Data Instrument ... 66

Appendix C. Lesson Plan of the First Meeting ... 69

Appendix D. Lesson Plan of the Second Meeting ... 82

Appendix E. The Speaking Scores from the English Teacher ... 95

Appendix F. The Names of Respondents ... 97

Appendix G. The Post-test ... 99

Appendix H. The Scores of the Students’ Post-test ... 100

Appendix I. The Tabulation Scores of the Students’ Post-test ... 102

Appendix J. The Guide in Assessing the Students’ Speaking Performance .... 104

Appendix K. The Samples of the Students’ Speaking Transcription in the Teaching and Learning Process ... 106

Appendix L. The Samples of the Students’ Speaking Transcription in Post-test ... 107

Appendix M. Statictic Tabel ... 111

Appendix N. The Letter of Research Permission from the Dean of Faculty of Teacher Training and Education of Jember University ... 113

Appendix O. The Statement Letter of Accomplishing the Research from the Principal of SMPN 4 Jember ... 114

xiii SUMMARY

The Effect of Using Board Games on the Eighth Grade Students’ Speaking Achievement in Telling Experience at SMPN 4 Jember in the 2014/2015 Academic Year; Oktavia Retno Nawang Wulan; 110210401003; 59 pages; English Education Program, Language and Arts Department, Faculty of Teacher Training and Education, Jember University.

Games seem as activities that can give us enjoyment and pleasure. That is why, most people like to play many kinds of games in their lives. Games also can be implemented in the field of education. Therefore, applying games in English teaching and learning process can be seen as a good idea since English is considered as a foreign language that must be mastered by students as a means of being competitive in facing the modern era.

In the context of English as a foreign language, Adler et al. (in Gareis, 2006:3) state that oral communication rank the highest. However, it is often considered to be one of the most difficult aspects of language learning for the students (Brown and Yule, 1983:25). In this case, the use of games was considered to be useful because teaching speaking using games can be more interesting. In this research, the researcher used one kind of games, that is, Board Games. Board Games are believed to be helpful because they provide a non-threatening, playful, and competitive environment in applying learning.

This research was conducted to investigate the effect of using Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year. The design used in this research was quasi experimental research with post-test only design. The research respondents were the eighth grade students of VIII A and VIII F at SMPN 4 Jember. The total number of the research respondents was 72. The respondents of the experimental group (VIII A) were 36 students, while the respondents of the control group (VIII F) were 36 students. In this research, the experimental group was taught speaking by using media, that is, Board Games while the control group was taught speaking without media.

xiv

There were two kinds of data collection methods in this research, primary and secondary data collection methods. The primary data was got by conducting a speaking test as the post-test to the research respondents. Meanwhile, the results of the secondary data of the research were obtained from the result of documentation with the school administration staff and the interview with the English teacher of the eighth grade students. Since the approval to conduct the research was obtained, the researcher did a homegeneity analysis first. The homogeneity analysis was analyzed using ANOVA on SPSS based on the eighth grade students’ speaking scores from the English teacher. The output showed that the value of significance was 0.974 which was higher than 0.05 (p>0.05). The result implied that the population was homogeneous. Thus, two classes were taken randomly by using lottery. Soon after the treatment to the experimental group was conducted, the primary data gained from post-test given on both the experimental and the control groups were analyzed by using Independent Sample t-test on SPSS.

The result of the data analysis showed that Board Games had a significant effect on the eighth grade students’ speaking achievement. It was proved that there was significance mean difference between the experimental and the control group. It was also verified by the value of Lavene’s test was 0.031 that was lower than 0.05 (confidence interval 95%). It means that the variability for the experimental group and the control group was assumed not to be equal. Thus, the second row as the one to read showed that the value of significance column (2-tailed) was 0.000, which was lower than 0.05 (p<0.05). Further, the value of t-computation was higher than that of t-table (3.836>1.994). Consequently, the formulated null hypothesis (H0) was rejected. On the contrary, the formulated alternative hypothesis (Ha) “there is a significant effect of using Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year” was accepted. Based on the explanation, it was concluded that there was a significant effect of using Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year.

1

CHAPTER I. INTRODUCTION

This chapter discusses some important aspects which underline the topic of the research. They are background of the research, problem of the research, objective of the research, and significance of the research. Each point is discussed completely in the following sections.

1.1 Background of the Research

Games seem as activities that can give us enjoyment and pleasure. That is why, most people like to play many kinds of games in their lives. Besides, games can be referred as a physical or mental activity that has rules and that people do for pleasure. Further, the enjoyment and pleasure of games are not restricted by age so that every person from early teenager until adult levels can play games depending on the appropriateness of the games itself for them (Wright, 1996:2).

Furthermore, games are also implemented in the field of education because it is known that games can be one of media to teach and lead the students learn something in classrooms. Based on the researcher’s own experience in Junior High School, language games could make the students more relaxed in the teaching and learning process because they did not feel that they were taught and were forced to learn.

Therefore, applying games in English teaching and learning process can be seen as a good idea since English is considered as a foreign language that must be mastered by students as a means of being competitive in facing the modern era. It is known based on the purpose of teaching English, especially for Junior High School, as stated in the 2006 curriculum (KTSP 2006), that is to enable the students to communicate in English both in spoken and written forms in daily life contexts (Depdiknas, 2006:278).

Based on the teaching objective above, the students need to develop the English communicative competence, which is the ability to understand and use language effectively in four language skills: listening, speaking, reading, and writing. Besides, the students also need to master the language components: grammar, pronunciation, and vocabulary. Therefore, the language skills and the language components are interrelated.

In the context of English as a foreign language, Adler et al. (in Gareis, 2006:3) state that oral communication rank the highest. Oral communication skills are considered even more important than writing and math skills, as well as a number of other job-related qualities, such as initiative, technical competence, and organizational abilities. Based on the explanation, it can be concluded that in mastering English, speaking skill takes an important role among the other language skills. However, in fact, there are still many students who do not like learning speaking eventhough speaking is a fundamental skill that must be mastered well. Brown and Yule (1983:25) state that spoken language production, learning to talk to the foreign language, is often considered to be one of the most difficult aspects of language learning for the students.

Ur (1996:121) supports the idea above by stating that some problems that may prohibit the students to develop their speaking skill are inhibition, lack of ideas, low participation and students’ preference to use their mother tongue. Besides, based on the result of preliminary study, the English teacher of the eighth grade students at SMPN 4 Jember also stated several problems faced by the students in speaking such as insufficiency of vocabulary, fear of making mistakes in grammar, difficulty to pronounce English words well, and unconfidence in delivering speech in front of their friends. Realizing the importance of mastering speaking, especially in facing modern era, the researcher proposed an interesting way to teach the students. The researcher tried to use games as a way of teaching speaking.

In line with the idea above, Wright et al. (1996:1) state that games help and encourage many learners to sustain their interest and work. Further, games also help the teacher to create contexts in which the language is useful and meaningful. Therefore, the meaning of the language they listen to, read, speak, and write will be more vividly experienced and better remembered. Further, Ersoz (2006) states that games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation among students. Besides, games, especially traditional language games are effective because the learners are so involved in playing games that they do not realize that they are practicing language items or functions (Byrne, 1986:100). Therefore, games excluding self computerized games, are communicative since they provide social activity.

There are several kinds of games in this world. In this research, the researcher chose Board Games in the way of teaching speaking for the students. According to Hinebaugh (2009:2), Board Games are excellent tools for teaching fundamental and core educational skills. It means that Board Games can be used as effective media in the teaching and learning process to achieve the instructional objectives of education. Besides, Board Games are familiar among the students so that they will easily follow the rules and finish the games.

The previous research conducted also supports the effectiveness of Board Games in language teaching and learning process. The research conducted by Khusnah (2013) reported that there was a significant effect of implementing Board Games on the seventh grade students’ speaking achievement at MTs. NU Terate Gresik. The Board Games were used to teach the expressing of likes and dislikes. After analyzing the students’ speaking test results statistically, the result of t-test was 4.56. The value of t-test was higher than that of t-table (4.56>2.38). It can be said that null hypothesis was rejected, so there was a significant effect of Board Games on the seventh graders’ speaking achievement. Meanwhile, the

result of the questionnaire shown that most of students enjoyed the games, were motivated, and helped in speaking English by using Board Games.

The similarities of this research with the research findings mentioned were the use of Board Games in speaking achievement and the research design applied. Meanwhile, the differences were the type of the language function taught, the research subjects and the data collection methods. Khusnah (2013) used Board Games to teach the expressing of likes and dislikes; however the present research used Board Games to teach telling experience. Further, Khusnah (2013) chose the seventh grade students, but the present research used the eighth grade students as the research respondents. Speaking test and questionnaire were used as the primary data collection methods by Khusnah (2013), but the present research only used speaking test as the primary data collection method.

Related to the explanation and the previous research findings above, the use of Board Games in the language teaching and learning process seems give much positive contribution to the spoken language. Therefore, an experimental research entitled “The Effect of Using Board Games on the Eighth Grade Students’ Speaking Achievement in Telling Experience at SMPN 4 Jember in the 2014/2015 Academic Year” was conducted.

1.2 Problem of the Research

Based on the background of the research above, the problem of this research was formulated as follows: “Is there any significant effect of using Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year?”

1.3 Objective of the Research

Dealing with the research problem mentioned above, the objective of this research was to investigate whether or not there is a significant effect of using

Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year.

1.4 Significance of the Research

The result of the research is expected to give much contribution to the researcher, the English teacher, the students, and the other researchers.

1.4.1 The Researcher

The result of this research can give a great contribution to the researcher as a guidance to be an English teacher in the future. Besides, it can also give better knowledge and awareness to the researcher in applying effective and appropriate English teaching and learning process.

1.4.2 The English Teachers

The result of this research can be used as a useful input for the English teachers, especially the English teachers of SMPN 4 Jember to gain and develop a new model of teaching speaking by using Board Games in order to optimize the students’ speaking achievement.

1.4.3 The Students

The implementation of Board Games in the English teaching and learning process is expected to be effective to improve the students’ speaking achievement, especially the eighth grade students of SMPN 4 Jember. Furthermore, the use of game hopefully will also encourage the students’ motivation in learning English because they will be interested in learning something while playing.

1.4.4 The Other Researchers

The researcher hopes that result of this research can be used as a useful reference for future researchers to conduct a further research which has a similar problem about Board Games but using different research design, for example a classroom action research to improve the students’ speaking achievement by using Board Games.

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CHAPTER II. LITERATURE REVIEW

This chapter presents the review of literature in relation to the research topic. It covers games in language teaching and learning process, Board Games in language teaching and learning process, speaking skill in foreign language classrooms, telling experience, teaching speaking by using Board Games, the previous research findings, and the hypothesis of the research.

2.1 Games in Language Teaching and Learning Process

Language learning is hard work, especially if we are expected to learn foreign language. In learning a language, everyone must make an effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known language in conversation or written composition (Wright et al., 1996:1). Therefore, various teaching media seem needed in language teaching and learning process. One of the media that can be applied is games. Games are fun activities that young learners like because they can give much happiness. Further, games can also be kinds of media which are usually used in language teaching and learning process. According to Wright et al., (1996:1-2), games can be defined as a practice for all language skills in all stages of the teaching and learning sequence and for many types of communication. Moreover, Deesri (2002) defines games as forms of playing which concern rules, competition, and elements of fun. Based on the explanation, games are needed to break the difficulties of language learning since we know that it is possible to learn a language as well as enjoying oneself at the same time.

Dealing with the statement above, Uberman (1998) also supports the use of games as media in language teaching and learning process because games encourage, entertain, teach, and promote fluency and communicative skills. If

not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Further, Kim (in Fajariyah, 2009) states that games are motivating, challenging, and provide language practice in the various skills (listening, reading, speaking, and writing). They create a meaningful context for the language use. Therefore, it can be concluded that games can be used in language teaching and learning process as an effective medium that can help the students in increasing their ability in foreign language achievement, especially English.

On the other hand, there are several factors to consider while discussing games as media in language teaching and learning process because applying games is not easy work. As we know, different age groups require various topics, materials, and modes of games. Uberman (1998) states that there are some factors to be considered in selecting games. The factors are covering the appropriacy of student's level, or age, or to the material that is to be introduced or practised. Further, Uberman (1998) also states another factor influencing the choice of games is the length of the time necessary for its completion. The teacher can either allocate more or less time depending on the students' needs. Therefore, the factors mentioned need to be considered because games will become difficult when the task or the topic is unsuitable or outside the student's experience.

In line with the idea above, Deesri (2002) states that teachers need to assess how to use games appropriately in the classrooms. It is important to choose appropriate time and integrate them into the regular syllabus and curriculum applied. Therefore, it may be challenging for teachers to try to add some games in class in order to develop students' English proficiency of the target language. Further, the teachers must be aware of those factors in choosing appropriate games so that the use of games as media in language teaching and

learning process will benefit the teacher themselves and especially the students in achieving English as a foreign language in Indonesia.

2.1.1 The Characteristics of Games in Language Teaching and Learning Process There are some characteristics of games that are needed to be considered before they can be implemented in language learning process. According to Deesri (2002), there are four characteristics of games. The characteristics include rules, competition, relaxation, and learning in particular.

Moreover, Ersoz (2006) also states the other characteristics of games as follows:

a. ames are governed by rules; b. games have objectives;

c. games are closed activity. It means games must have beginning and an end. It must be easy for the player and the teacher, to know how to reach the aim.;

d. games make students easy to keep going.

In summary, games in language teaching and learning must have rules and objectives to govern the activity and help the teacher and the students to achieve the goal of the teaching and learning process itself. In this research, the goal of implementing games in the teaching and learning process is the students’ speaking achievement especially the eighth grade students’ speaking achievement in telling experience of SMPN 4 Jember.

2.1.2 Kinds of Games in Language Teaching and Learning Process

There are many kinds of language games that can be implemented in language teaching and learning process. According to Wright et al. (1996:14-179), the kinds of those games can be divided as follows.

a. Picture Games

Picture games are kinds of games in which the use of pictures plays a major part. By using pictures, there are several types of variations that can be involved such as comparing and contrasting pictures, considering differences and similarities, describing key features of the pictures, etc. b. Psychology Games

Psychology games lead the students to a greater awareness of the workings of the human mind and senses, so they will encourage the students’ concentration and language use.

c. Magic Trick Games

Magic trick games are kinds of games in which the players use a magic trick in delivering the material because sometimes language can be exemplified in a concise and memorable way through a magic trick.

d. Caring and Sharing Games

These games introduce the learners for caring and sharing activities to overcome the students’ shyness and to share personal feelings with others. Therefore, these games can encourage trust and interest among others. e. Card and Board Games

Card games use cards as the main part of the game whereas board games use boards as the main part of the game.

f. Sound Games

These games use sound effects that can create an impression of people, places, and actions in the listener’s mind.

g. Story Games

Story games are kinds of games that provide a framework for learners to speak and write at length instead of engaging in short exchanges.

h. Word Games

In these games, the focus is initially on the words rather than the sentences such as spelling, words for sentence making, words as inferred from contexts, or words as categorised according to grammatical usage. i. True/False Games

These games require the learners to decide whether someone’s statement is true or false, so this game can benefit from the sort of challenge.

j. Memory Games

Memory Games challenge the players’ ability to remember, so the inevitable differences between what players remember lead to discussion in which opinions and information are exchanged.

k. Question and Answer Games

These games are variety of games designed to create contexts in which the learners ask questions in order to find something out, for example: general knowledge quiz.

l. Guessing and Speculating Games

In guessing and speculating games, someone is required to know something and the others must find out what it is.

In this research, the games chosen to be used in the language teaching and learning process were Board Games. Board Games could benefit much for the students. Moreover, these games were easy to do for the young learners so, these games could be easily followed by the eighth grade students of Junior High School although they never used these games in language learning process. Board Games chosen were called “What Did You Do Yesterday?” adapted from www.ESLprintables.com by Roeland (2013).

2.2 Board Games in Language Teaching and Learning Process

There are so many kinds of games that can be applied for language teaching and learning process. One of them is Board Games. According to Wright et al. (1996:81), Board Games are kinds of games that use boards as the main part of the games. The games are played in a special designed board where the design can be adapted with the students’ lesson. Furthermore, Treher (2011:3) explains that Board Games as important media in learning something because the use of Board Games provides hands-on and heads-on skill and knowledge development for people of all ages on all subjects. Board Games also create an engaging atmosphere because they provide a non-threatening, playful, yet competitive environment in which to focus on content and apply learning.

Supporting the explanation above, the use of Board Games is suggested in language teaching and learning process because it can be appropriately use based on the students’ lesson. Armstrong (in Sigurdardottir, 2010) suggests the use of Board Games as a teaching medium that might suit students with interpersonal intelligence because they provide an excellent setting for interaction between students. The use of Board Games in language teaching and learning process is also supported by Jones (2005) who states that the games can be used to review anything, to practice any grammar structure, to go over individual sounds, word stress or intonation, to provide conversation topics, and to review vocabulary. Thus, Board Games can be used for any lesson especially in speaking class.

In line with the idea above, Treher (2011:9) states some reasons why Board Games are chosen for speaking class. Board Games provide many educational and teaching benefits and have proven their value when designed appropriately for learning. Board Games provide exceptional, cost-effective resources. They also incorporate heads- and hands-on learning, summarize and reinforce important information in an easy-to-grasp format, reduce the time needed to learn, remember, and apply new information. Further, they also

promote discussion, collaboration, and build communication. Furthermore, Khusnah (2013:26) also states some advantages of Board Games. Board Games enable to encourage students’ speaking confidence, develop students’ speaking fluency, and encourage the development of short conversation. In application, Board Games can be arranged easily, based on the students’ material.

From the statements above, it is known that the use of Board Games gives a lot of benefits in language teaching and learning process. They do not only provide practice and activities for students to build communication among each other but also give opportunities and motivation to acquire the language in a meaningful way. In short, the teacher can use Board Games as teaching media to improve the students’ proficiency in foreign language, that is, English especially in the teaching of speaking.

In this research, the Board Games used were called “What Did You Do Yesterday?” adapted from www.ESLprintables.com by Roeland. It was used to build communicative competence in classroom speaking activities. These games were played by 6 students in each group in which they played the game from a square marked “Start” until they reached the last square marked “Finish”. In this game, the players took turns rolling the dice and talking about the topic specified in the squares on which they landed.

2.3 Speaking Skill in Foreign Language Classrooms

Speaking is an activity in which the speaker tries to convey the meaning or idea to the listener. In the field of education, speaking becomes one of the language skills that must be applied in classroom based on the objectives of Indonesian curriculum. However, understanding communication in foreign language classroom is not a simple task. Cadzen (in Johnson, 1995:3) states that classroom communication can be described as a problematic medium since differences in how, when, where, and whom things are communicated cannot only create slight misunderstandings, but also seriously impair effective teaching

and learning process. Moreover, a wide variety of linguistic and cultural background can possess a range of foreign language proficiency levels. In solving this problematic, Johnson (1995:5) states that understanding the dynamics of classroom communication is essential since how students talk and act in classroooms greatly influences what they learn. Further, he suggests that the students need to know with whom, when, and where they can speak and act, they must have speech and behaviour that are appropriate for classroom situations. In summary, the classroom communicative competence requires full participation in both social and interactional aspects.

On the other hand, Kayi (2006) states that before 1980s, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, Kayi (2006) also states today's world requires that the goal of teaching speaking should improve students' communicative skills because only in that way, the students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstances. Therefore, the teacher should conduct language teaching and learning process that gives much opportunities to the students to perform speaking based on real context. In supporting the idea, there are some characteristics of a successful speaking activity. According to Ur (1996:120), the characteristics are learners talk a lot, participation is even, motivation is high, and language is of an acceptable level.

Based on the idea above, it can be concluded that understanding the dynamics of classrooom communication and the charactheristics of successfull speaking are important for both the teacher and the students because they can affect the effectiveness of the communication itself in the classroom. Besides, it will be better if speaking achievement and the aspects of speaking are considered in the way of achieving success classroom communication.

2.3.1 Speaking Achievement

In general, the term speaking can be defined as an interaction between two or more people to express their ideas or feelings. According to Bailey (2002:25), speaking is the productive or oral skill that consists of producing systematic verbal utterances to convey meaning. Further, he also defines speaking as an interactive process of constructing meaning that involves producing, receiving and processing information. According to Hughes (2003:114), there are many functions of speaking that deal with informational and interactional skills. One of the function is describing sequence of events. In this research, the students are expected to tell experience as the way describing sequence of events.

In relation to achievement, Hughes (2003:12) defines that achievement relates to a test that is done to discover how successful students have been in achieving the objective of a course study. In this research, speaking achievement can be defined as a test to investigate how successful the eighth grade students’ speaking achievement in telling experiences by using Board Games. After the purpose of the test has been defined, the test construction needs to be considered. According to Luoma (2007:185), there are three approaches in defining the speaking construct for assessment. First, linguistic approach focuses on language forms that are seen in terms of vocabulary, grammar, pronunciation, and fluency. Second, communicative approach focuses on the activities that the examinees are asked to do and they may also be assessed in terms of linguistic criteria. Last, task-based approach defines the skills assessed in terms of the situations and roles simulated in the test. This approach is typical for specific purpose testing. In this research, the approach used are linguistic and communicative approaches because the researcher focuses on the content delivered and the language forms used by the students. Linguistic approach focuses on fluency, grammar, pronunciation and vocabulary whereas communicative approach focuses on content of speech.

2.3.2 The Aspects of Speaking

Based on the speaking construct for assessment mentioned, there are some aspects in relation with speaking skill that will be measured in this research. Byrne (1986:7) states that fluency and accuracy should be balance where the students do not only need to be fluent in speaking English, but they are also required to explain accurately. Further, Byrne (1986:15) states that accuracy in speaking depends on the mastery of the language systems covering grammar, pronunciation, and vocabulary. In addition, Hughes (2003:131) states that the aspects of speaking cover content, grammar, pronunciation, vocabulary, and fluency.

Dealing with the experts’ idea mentioned, in this research, the aspects of speaking assessed in this research were content, grammar, pronunciation, vocabulary, and fluency. Those aspects are presented in detail as follows.

a) Content

In general, content can be defined as the messages, ideas, or meanings that will be expressed by the speakers to the listeners. Brown and Yule (1983:13) state that in speaking, the speaker is primarily to communicate his messages rather than to be nice to the listeners. Therefore, it is important to the speaker to communicate the messages relating to the topic.

Moreover, according to Brown and Yule (1983:16), the speaker will be regarded as having meaningful content of speech if the listeners are easy to catch and then interpret the utterances. Thus, it can be concluded that meaningful speech is essential as the way to avoid misunderstanding between the speaker and the listeners and make the communication in line with the speaker’s purposes.

In this research, the topic that was discussed was about experience so that the students were invited to tell their experiences based on the topics given. The students’ speaking achievement was evaluated from the aspects of content, that

is, to see whether or not the students delivered the message or ideas meaningfully while they were speaking based on the task given.

b) Grammar

University of Technology Sydney (2009:25) defines grammatical accuracy as the ability to use grammar correctly. It involves different tenses of English, subject/verb agreement, the length and complexity of sentences, the use of subordinates clauses and the range of sentence structures. Therefore, the students must learn grammar not only in written but also in an oral form to make them able to use the target language, English as a means of communication. In line with the statement, Byrne (1986:11) states that in order to communicate in English effectively, students need to master grammar and vocabulary of the language adequately. In this research, the students’ speaking performance was evaluated from the aspect of grammar, that is, to see whether the students used the correct grammar or not while they were speaking.

c) Pronunciation

Pronunciation means how words and whole sentences are spoken. Therefore, we are not expected to sound like a native speaker, but we should speak clearly (University of Technology Sydney, 2009:25). Further, pronunciation can be referred as the candidate’s ability to produce comprehensible utterances to fulfill the task requirement, the production of individual sounds, the appropriate linking of words, and the use of stress and intonation to convey the intended meaning (Thornburry, 2005:33).

In line with the idea above, Luoma (2007:11) defines pronunciation as the sound of speech which may refer to features of the speech stream, such as individual sounds, pitch, speed, pausing, stress, and also intonation. However, testing pronunciation is not easy. According to University of Technology Sydney (2009:37), the examiner will assess the strain caused by the amount of

speech which cannot be understood and the extent to which our first language influences our pronunciation. Therefore, the examiner should have continuous record of the students’ spoken language in different occasions and different purposes (Brown and Yule, 1983:103). It is useful for the teacher to score the students’ pronunciation with a recorder since the teacher can replay and relisten to it several times to give appropriate judgement as the way to make the score reliable. In this research, the students’ speaking achievement was evaluated from the aspect of pronunciation, that is, to see whether or not the students pronounced the words correctly while they were speaking.

d) Vocabulary

Vocabulary is a list or set of words for particular language that individual speaker of language might use (Hatch and Brown, 1995:1). Further, Napa (1992:6) defines vocabulary as one of the language components of language and that no language exists without words. Therefore, vocabulary plays an important role in communication because they will be easy to communicate each other if they have a lot of vocabularies. On the other hand, someone will face so many problems to communicate if they have a limited vocabulary. In this research, the students’ speaking achievement was evaluated from the aspect of vocabulary, that is, to see whether or not the students used vocabulary appropriately while they were speaking.

e) Fluency

Fluency is defined as speaking without too many pauses or hesitations at a normal conversational speed and talking with normal levels of continuity and pace (University of Technology Sydney, 2009:25). Further, Thornburry (2005:1) defines fluency as the appropriate placement of pauses. He also states that in order to give at least the illusion of fluency and to compensate for the attentional demands involved in speech production, the speakers usually use a number of

tricks or production strategies. One of them is the ability to disguise pauses by filling them and the most common pause fillers are uh, um, erm. Some vagueness expressions are also used, like sort of and I mean. Another common device for gaining formulation time is the use of repeats, that is, the repetition of a single word at the point where formulation has been temporarily paused.

Moreover, Manser (1995:161) defines fluency as the skill to speak the language smoothly and easily. Therefore, in the way of making the students speak smoothly, the teacher must give the opportunity to practice speaking English a lot. Fluency also deals with the contents in delivering thoughts and ideas, so good fluency will hapen if the students can express their ideas consistently without any doubts and hesitance. In this research, the studens speaking achievement was evaluated from the aspect of fluency, that is, to see whether or not the students were speaking fluently and smoothly.

2.4 Telling Experience

According to Hughes (2003:114-115), there are two kinds of speaking skills, namely informational skill and interactional skill. One of the language functions included in informational skill is telling experience. Telling experience is one of language functions in which the speakers deliver their experience(s) to the listeners (Hughes, 2003:115).

Actually, there are five genres of text that Junior High School students should be learned as it is stated in 2006 Institutional Curriculum (Depdiknas, 2006:278). They are descriptive text, procedure text, recount text, narrative text, and report text. Since the function of speaking implemented in this research is telling experience, recount text is chosen as the material to be taught for the students because the purpose of a recount text is to tell past experience. Besides, it is also chosen for the reason that it is taught for the eighth grade students of SMPN 4 Jember based on 2006 Institutional Curriculum. The objectives of teaching recount text can be seen on the basic competence of the eighth year

level stated in 2006 Institutional Curriculum for SMP/MTs. Since the researcher taught speaking so that the basic competence was “expressing meaning in short functional text and simple monologue in the form of recount orally which related to the daily life context” (Depdiknas, 2006:290).

A recount text is a kind of text in which the speakers inform their experience that happened in the past. According to Goatly (2000:30), a recount text is a text that describes past experiences by retelling the events in the order in which they happened so, its focus is on a sequence of events. The social function of recount text is to retell events for the purpose of informing and entertaining. Further, Goatly (2000:31) divides a recount text into three types, namely personal recount, factual recount, and imaginative recount. In this research, the researcher chose personal recount because the students were expected to tell their experience based on the topic got. It was assumed that every student has at least one experience based on the three topics provided because the topics given were familiar.

Furthermore, a text must has generic structure. According to Carthew (2013), generic structure is the way in which elements of a text are arranged. It can be said that generic structure is the arrangement of a text elements. Soeprapto and Darwis (2007:8) classify that there are three generic structures of recount text that will be explained as follows.

a. Orientation

This part introduces the setting and the participants. Therefore, it covers the backgrounds information needed to understand the text, such as who was involved, where and when it happened.

b. Event(s)

In this part, it tells what happened in the past and in what sequence. c. Re-orientation

Re-orientation is an optional-closure of events that includes personal comment on the incident at the end of story.

Furthermore, Soeprapto and Darwis (2007:8) also state the language features of recount text that will be explained as follows.

a. Focus on specific participants; b. Use past tense;

c. Focus on temporal sequence; d. Circumstances of time and place; e. Use action verbs.

Here is the example of a recount text entitled “An Unlucky Day” taken from Linked to the World 1: English for Senior High School book (Soeprapto and Darwis, 2007:10).

Generic Structures Text

Orientation

Last week, I got up with the feeling that the day was going to be an unlucky one for me. How right it was! I found that it was already 06.15 a.m.

Event 1

I rushed into the bathroom. I did not see a piece of soap lying on the floor so, I stepped on it and slipped. Then, I went into dining room for my breakfast. I gulped down the tea without realizing that it was very hot. It burnt my tongue. I spat it out and could not eat anything because my tongue hurt. Then, I got dressed and rushed to the bus stop.

Event 2

When I eached school, my name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. After school, I was on my way home when something hard hit me on the head. Someone had thrown a bag of fish bones out of the window and it landed on me. However, luckily it only raised a small lump on my head.

Re-orientation

I managed to reach home safe. Although I got so much pain on that day, I did not dare to go out again for the rest of the day.

2.5 Teaching Speaking by Using Board Games

A teacher needs to be creative in increasing the students’ interest and motivation in language teaching and learning process. That is why, the teachers should give variation in teaching. Variation is one of many factors that is very important in teaching and learning process to gain the students’ interest and motivation in learning. By giving variation in teaching, the students will not feel bored in teaching and learning process.

One of the variations that can be applied is using games. It is supported by Suyanto and Rachmajanti (2003:49) stating that language games are intended to be given for variation to facilitate teaching and learning process. Further, games benefit much for both the teacher and the students in achieving the goal of the language teaching and learning process. Games are also appropriate to be implemented in speaking in the classrooms since games, especially traditional language games are effective because the learners are so involved in playing games that they do not realize that they are practicing language items or functions (Byrne, 1986:100). In this research, the games implemented in teaching speaking were Board Games and the material taught were recount texts. The procedures of teaching speaking using Board Games were adapted from Teschen et al. (2000). The procedures were as follows.

1. Assembling the material

The teacher divided the class into some groups consisting of 6 students. The Board Games consisting of 3 layers was given to each group. Each player in each group got a thumbtack that had different colors. Each player’s thumbtack was put on the square marked “Start”. A dice was also provided in this games as the material in playing “What Did You Do Yesterday?” games.

2. Understanding the goal of the games

The teacher informed the way and the rules how to play the games. Besides, the teacher also informed the goal of the games, especially the winner

referring to the player that could answer the exercises given well. In this research, a set of Board Games consisting of 3 layers in which each layer had the exercise to do. Further, each player had to travel the board by moving across the board from the square marked “Start” to the last square marked “Finish”. The players could travel the board by taking turns in rolling the dice provided. The number on the dice determined how many steps they had to go.

3. Commencing playing

Before playing this games, all players in each group rolled the dice to decide which player would start the first, the second, and so forth. It depended on the number of the dice got by the player so, the greater number got by the player, the earlier turned to play.

4. Completing the games

In this research, each player competed to be the winner by doing each exercise given. The first player rolled the dice, then moved his thumbtack in “Start” square to another square as many as the number of the dice shown. If the square landed contained a picture clue, it means he had to do the exercises given in each layer. Having finished with the first player, the game could be played by the second player in the group, and so forth. In this research, the students faced 3 layers. At the end, the students were expected to perform a recount text about the picture clue got consisting of approximately 10 sentences. The maximum time was 2 minutes. The teacher could stop the player if the time allocation given was over.

2.6 The Previous Research Findings

There are some previous researches conducted dealing with the effectiveness of Board Games in language teaching and learning process. First, the research entitled “The Effectiveness of Board Games for Teaching Speaking to the Seventh Graders of MTs. NU Terate Gresik” conducted by Khusnah

(2013) reported that there was a significant effect of implementing Board Games on the seventh grade students’ speaking achievement at MTs. NU Terate Gresik. The Board Games were used to teach the expressing of likes and dislikes. There were two instruments to collect the data. They were test and questionnaire. After analyzing the students’ speaking test results statistically, the result of t-test was 4.56. The value of t-test was higher than that of t-table (4.56>2.38). It can be said that null hypothesis was rejected, so there was a significant effect of Board Games on the seventh graders’ speaking achievement. Meanwhile, the result of the questionnaire shown that most of students enjoyed the games, were motivated, and helped in speaking English by using Board Games.

Furthermore, Susanti (2013) conducted an experimental research to know whether or not the use of Board Games could give a significant effect on the seventh grade students’ speaking achievement in descriptive text at SMPN 1 Lubuk Sikaping. As the treatment, the researcher asked the experimental students to play Board Games in which there were some pictures and clues on a set of Board Games provided. Both the pictures and clues could help the students to describe the topic got based on the square landed. It was reported that the experimental group got higher scores in speaking than the control group, so it proved that the use of Board Games gave a significant effect on speaking achievement in descriptive text. Besides, the findings of this research also showed that the Board Games made the class more lively and made the students motivated to learn and they did not easily get bored.

Based on the results of the previous research findings and the statements from the experts above, the researcher applied the use of Board Games to know whether the implementation of Board Games could also give a significant effect on the eighth students’ speaking achievement in telling experiences at SMPN 4 Jember covering the aspects of 1) content of speech, 2) grammar, 3) pronunciation, 4) vocabulary, and 5) fluency.

2.7 The Hypothesis of the Research

Based on problem of the research and the review of the literature above, the hypothesis of this experimental research can be formulated as follows: “there is a significant effect of using Board Games on the eighth grade students’ speaking achievement in telling experience at SMPN 4 Jember in the 2014/2015 academic year”.

26

CHAPTER III. RESEARCH METHODS

This chapter presents the research methods applied in this research. It covers research design, area determination method, respondents determination method, data collection methods, and data analysis methods.

3.1 Research Design

Research design refers to the outline, plan, or strategy specifying the procedure to be used in seeking an answer to the research question (Christensen, 2006:299). The research design used in this research was quasi-experimental research with the non-equivalent group posttest-only design. According to Cohen et al. (2007:282), quasi-experimental research is often used in educational research because it is simply not possible for researchers to undertake true experiments. Further, the term “non-equivalent” means the respondents (the students of the experimental and the control groups) have not been equated by randomization (Cohen et al., 2007:283). Therefore, it affirmed that there was no random assignment and random selection in this research. Furthermore, Kerlinger (in Cohen, 2007:283) says that where matching the experimental and control groups is not possible, the researcher is advised to use samples from the same population or samples that are as alike as possible.

In the design, two classes were chosen as the experimental and the control groups by considering the result of the homogeneity analysis of the students’ speaking scores from the English teacher. The researcher used the speaking scores from the English teacher of SMPN 4 Jember because of the effectiveness of time and energy. Then, the homogeneity analysis using ANOVA was done. According to Christensen (2006:419), ANOVA is the statistical test applied to data collected on the basis of a simple randomized participants design. It was used to investigate whether or not the groups were

equivalent on the trait being measured before deciding the experimental and the control groups. The experimental group was taught speaking by using media, that is, Board Games meanwhile the control group was taught speaking without media, Board Games.

After the experimental group received the treatments, both of the groups were given the speaking post-test based on the material which had been given before by the researcher, that is, recount text. In the post-test, the students were expected to perform a recount text consisting of approximately 10 sentences based on the topics given. They were given time to make a draft about the topic chosen before peforming it out. The topics provided had been consulted to their compulsory book and the English teacher so that hopefully the topics were suitable with their level. The topics chosen were 1) My Last Vacation, 2) The Most Embarrassing Day in My Life, and 3) My Last Birthday. The speaking post-test was administered to find out the mean difference between the two groups. The research design can be illustrated as follows:

Treatment Post-response measure Experimental group X Y

Control group Y

Notes :

X : Treatment

Y : Speaking Achievement

(Christensen, 2006:304)

The procedures of the research were described as follows:

1. Conducting the preliminary study by doing an interview with the English teacher of the eighth grade students of SMPN 4 Jember.

2. Doing the homogeneity analysis to the population (all the eighth students of SMPN 4 Jember) by using their speaking achievement scores from the English teacher.

3. Analyzing the students’ speaking scores from the English teacher by using ANOVA formula to identify the homogeneity of the population. Since the output showed that the value of significance was 0.974 which was higher than 0.05, it indicated that the population was homogeneous. Then, there were two classes assigned as the experimental (VIII A) and the control (VIII F) groups by using lottery.

4. Giving the treatments to the experimental group by implementing media, that is, Board Games. Therefore, the experimental group was taught speaking by using Board Games meanwhile the control group was taught speaking without Board Games.

5. Administering a try-out to establish the validity and the reliability of the post-test made by the researcher and then analyzing the results. The try-out was administered to a class which did not belong to the experimental and control groups. This class was chosen by using lottery and the class was VIII G.

6. Administering the speaking post-test to both the experimental and the control groups.

7. Analyzing the results of the post-test by applying the Independent Sample t-test on SPSS with the significant level of 5% to find out the mean difference of both groups. Then, the result was consulted to t-table to know whether or not there was a significant effect of using Board Games on the eighth grade students’ speaking achievement in telling their experiences at SMP 4 Jember in the 2014/2015 academic year.

8. Making a conclusion from the result of the data analysis to answer the research problem.

3.2 Area Determination Method

The area determination of this research was determined by using purposive method. According to Arikunto (2006:127), purposive method is a

method used based on certain purposes and reasons. There were two reasons of choosing SMPN 4 Jember. First, the English teacher had never taught speaking by applying Board Games for the eighth grade students in the language teaching and learning process. Second, the headmaster and the English teacher of the school had given permission to conduct an experimental research at SMPN 4 Jember.

3.3 Respondents Determination Method

Arikunto (2006:145) states that a respondent is a person who gives some responses or answers to the researcher’s questions in either spoken or written form. Respondents can be the samples of the population. The population of this research was the eighth grade students of SMPN 4 Jember in the 2014/2015 academic year. The eighth grades consisted of seven classes (class A – class G). Before determining the respondents, the researcher did the homogeneity analysis using ANOVA to the population based on the speaking scores from the English teacher. Two of the seven classes were selected as the experimental and the control groups since the determination method used was cluster sampling.

The result of ANOVA showed that the value of significance was 0.974 which was higher than 0.05 (p>0.05). The result implied that there was no significant difference in speaking achievement. Therefore, two classes were taken randomly as the experimental and the control groups by using lottery. As the result, VIII was assigned as the experimental group and VIII F as the control group. The experimental group was taught speaking by using media, that is, Board Games meanwhile the control group was taught speaking without any media, especially Board Games.

3.4 Operational Definitions of the Terms

In this research, the operational definition of the terms is important to avoid misunderstanding between the researcher and the readers about the

concepts or the terms used in the research title. The terms necessarily to be defined operationally were Board Games, the students’ speaking achievement, and telling experiences.

3.4.1 Board Games

Board Games are language games that can be applied in language teaching and learning process. In this research, the use of Board Games had the objective to tell a recount text based on the picture clues provided on the board orally. Therefore, Board Games used in this research was called “What Did You Do Yesterday?” adapted from www.ESLprintables.com by Roeland. These games were played by 6 students in each group. Each group was given a dice, different colors of thumbtacks for each player, and a set of Board Game. The set of Board Game contained 3 layers in which the player had to do the exercises given in each layer. On the first layer, the students were expected to state the place of the picture got and listed some related words dealing with the place. On the second layer, the students were expected to mention some recreational places based on the picture got and told the feelings of having vacation there. On the last layer, the students were expected to outline the content according to generic structure of a recount text by answering some jumble questions provided. Then, they had to sequence the events on the previous task based on the generic structure of a recount text. Finally, they were expected to perform the recount text consisting of approximately 10 sentences orally. The maximum time was 2 minutes. Board Games were chosen because these games had never been used by the English teacher of SMPN 4 Jember. Besides, these games were easy to do and could be implemented based on the curriculum and syllabus used at SMPN 4 Jember.

3.4.2 The Students’ Speaking Achievement

In this research, the students’ speaking achievement referred to how successful the result of the students’ speaking post-test after being given the treatments, that is, Board Games, by the researcher for the experimental group and for the control group was taught speaking without media. In this case, the speaking achievement covered the aspects of 1) content, 2) grammar, 3) pronunciation, 4) vocabulary and 5) fluency.

3.4.3 Telling Experience

Telling experience was one of language functions in which the speakers delivered their experiences to the listeners. Since the focus was to tell experiences, the text used in this research was a recount text. A recount text is a text which has a purpose to tell the listeners about the writer’s past experience(s). In this research, the recount text was presented orally based on the topic got from Board Games dealing with the students’ past experiences.

3.5 Data Collection Methods

There were two kinds of data collection methods in this research. They were primary and secondary data collection methods. The primary data collection method was got by conducting a speaking test as the post-test to the research respondents. Furthermore, documentation and interview were done to get the secondary data collection method. The data collection methods used are explained in detail as follows.

3.5.1 Speaking Test

Test was conducted to get the scores of the students’ speaking achievement. According to McMillan (1992:114), test is an instrument that presents to each subject as a set of questions that require the completion of a cognitive task. Hughes (2003:13) explains that the purpose of an achievement

test is to know how successful individual students, group of students, or the course themselves have been in achieving the learning objectives.

In this research, the form of test administered to the eighth grade students was a speaking test. It was used to investigate whether or not there was a significant effect of using Board Games on the eighth grade students’ speaking achievement in telling experiences at SMPN 4 Jember. The speaking test was administered based on the material taught by the researcher. The students were asked to present a recount text orally in front of the teacher and the researcher for approximately 10 sentences and the maximum duration was 2 minutes.

In addition, Hughes (2003:42) points out that a good test must fulfill two reqirements, namely validity and reliability. A test is valid if it measures accurately what is supposed to be measured (Heaton, 1990:159). According to Hughes (2003:26), validity of test can be classified into content validity, construct validity, criterion validity, and face validity. In this case, the researcher established content validity of the test in which the the researcher considers a quote taken from Hughes (2003:27) that the greater a test’s content validity, the more it is to be an accurate measure of what is supposed to measure. To meet the content validity of the test, the researcher considered the guidelines stated in the 2006 Curriculum (KTSP 2006) for Junior High School. The test was constructed based on the basic competence and the indicator. The basic competence of speaking is “expressing meaning in short functional text and simple monologue in the form of recount orally which related to the daily life context”. Therefore, the indicator of 2006 Curriculum and the post-test are presented as follows.

Table 3.1 The Indicator of 2006 Curriculum and the Post-Test Indicator of 2006 Curriculum Indicator of the Post-Test  Expressing the meaning of short

simple essay in the form of recount orally

 Performing a recount text based on the past experience by constructing approximately 10 sentences

Furthermore, the materials of the test were taken from the compulsory book entitled “Bahasa Inggris untuk SMP/MTs” by Haryadi. Besides, it was also consulted to the English teacher and both of the research consultants to know whether the test material was valid with the curriculum and the compulsory book or not.

Test reliability is also important to ponder. According to Heaton (1990:162), a test is not reliable if it is administered to the same candidates on different occasions with different output of scores. Meanwhile, a test is considered as reliable if it gives consistent result when the same test is given in different time (Fraenkel and Wallen, 2006:128). Therefore, the researcher administered a try-out before conducting the post-test to check the reliability and validity of the post-test itself. The post-test item was established by administering a try-out to a class that was not chosen as the experimental or the control group by considering the closest mean difference depending on the result of the homogeneity analysis. The aim of conducting the try-out was to know whether the instructions of the post-test were understandable for the students or not in the way of excluding misunderstanding among the students. Second, to keep the students on the track, the speaking performance was limited at least 10 sentences. Third, to maintain the test legible and visible, the test instruction was printed and given to each student. Last, it also checked whether the time allocation (2 minutes) was enough for the students to deliver approximately 10 sentences or not.

Furthermore, there are two main ways in assessing the students’ speaking ability (Thornburry, 2005:30). They are holistic scoring (a single score on the basis of an overall impression) and analytic scoring (a separate score for different aspects of the task). Holistic scoring has the advantage of being quicker, and is probably adequate for informal testing of progress. Meanwhile, analytic scoring takes longer, but compels testers to take a variety of factors into account and, if these factors are well chosen, it is probably both fairer and more

Appendix L

109

The Samples of t

he Students’ Speaking Transcription

(Post-test: Control Group)

ATN (01)

/Last

m

ɔ

n

θ

(

m

ʌ

n

θ

)

, I went to the zoo. I

[I]

went with my family by car.

Arrived

ʌ

r

I

ved

(

ə

͛

ra

I

vd

) [arrived]

in zoo, I

sa

ʊ

(s

ɔ

:) a kangaroo. Then, I fed

a

kangaroo.

Then, I

[I]

sa

ʊ

(s

ɔ

:) a lion and I

selfie

with

lion

. Then, we

[then we]

break in

restaurant and we ate

in

[in]

there. We last,

[we]

return

home. I

hope can

come

again./

No

Students’

Initial Name

Aspect of Speaking

Total

Score

Final

Score

C

G

P

V

F

1

2

1

2

1

2

1

2

1

2

1

2

1.

ATN

17

19

14

14

15

16

15

15

11

12

72

76

74

RS (34)

/Last week, I spent my vacation at home.

(ehm)

I was very

b

ɔ

r

ə

d

(

b

ɔ

:rd

)

at home.

(ehm) ...

At

[at]

home, I just

[I just]

played

k

ɔ

mpu:t

ə

r

(

k

ə

m

͛

pju:t

ə

r

)

,

reading

a

n

ɔ

vel

(

͚

n

ɑ

vl

)

, ate

[ate]

snack and then

sleep

. I

very bored

b

ɔ

r

ə

d

(

b

ɔ

:rd

)

until

(eh)

[until]

at home

often sleep

. At home

just played

game and

take

a bath. Every time

my

parent

ʌ

sk

ə

d

(

ɑ

:skd

)

me to help them and everyday my

parent

[my parent]

ʌ

sk

ə

d

(

ɑ

:skd

)

me to help

me

(oh) [to help]

them

....

(eh) (ehm)

but I

am

very happy

in

my vacation because I

can

sleep every time./

No

Students’

Initial Name

Aspect of Speaking

Total

Score

Final

Score

C

G

P

V

F

1

2

1

2

1

2

1

2

1

2

1

2

Appendix L

110

VR (35)

/The Dirty Clothes/

/One day, my mother and I went to the night market. We met my k

ɔ

s

I

n

(͚

k

ʌ

zn

)

and his

family there. His name is Narto. My k

ɔ

s

I

n

(͚

k

ʌ

zn

)

and I played together, but I didn’t

like him. There was the mu:di

(

͚

m

ʌ

di

)

ground and I didn’t know about it. Suddenly,

my k

ɔ

s

I

n

(

͚

k

ʌ

zn

)

tried to ke

I

s

(

t

ʃ

e

I

s

)

me so, I ran away from him. Auh! I fell. My

[my]

clothes got dirty. Now when I went home with dirty clothes,

I felt really shy. It’s my

I

m’

pær

ə

s

I

ŋ

(I

m’b

ær

ə

s

I

ŋ

)

experience./

No

Students’

Initial Name

Aspect of Speaking

Total

Score

Final

Score

C

G

P

V

F

1

2

1

2

1

2

1

2

1

2

1

2

35.

VR

21

22

19

19

17

18

16

15

14

15

87

89

88

Appendix M

111

Statistical Tables

t Distribution: Critical Values of t

Significance level

Degrees of Two-tailed test: 10% 5% 2% 1% 0.2% 0.1% freedom One-tailed test: 5% 2.5% 1% 0.5% 0.1% 0.05%

1 6.314 12.706 31.821 63.657 318.309 636.619

2 2.920 4.303 6.965 9.925 22.327 31.599

3 2.353 3.182 4.541 5.841 10.215 12.924

4 2.132 2.776 3.747 4.604 7.173 8.610

5 2.015 2.571 3.365 4.032 5.893 6.869

6 1.943 2.447 3.143 3.707 5.208 5.959

7 1.894 2.365 2.998 3.499 4.785 5.408 8 1.860 2.306 2.896 3.355 4.501 5.041 9 1.833 2.262 2.821 3.250 4.297 4.781 10 1.812 2.228 2.764 3.169 4.144 4.587

11 1.796 2.201 2.718 3.106 4.025 4.437 12 1.782 2.179 2.681 3.055 3.930 4.318 13 1.771 2.160 2.650 3.012 3.852 4.221 14 1.761 2.145 2.624 2.977 3.787 4.140 15 1.753 2.131 2.602 2.947 3.733 4.073 16 1.746 2.120 2.583 2.921 3.686 4.015 17 1.740 2.110 2.567 2.898 3.646 3.965 18 1.734 2.101 2.552 2.878 3.610 3.922 19 1.729 2.093 2.539 2.861 3.579 3.883 20 1.725 2.086 2.528 2.845 3.552 3.850 21 1.721 2.080 2.518 2.831 3.527 3.819 22 1.717 2.074 2.508 2.819 3.505 3.792 23 1.714 2.069 2.500 2.807 3.485 3.768 24 1.711 2.064 2.492 2.797 3.467 3.745 25 1.708 2.060 2.485 2.787 3.450 3.725 26 1.706 2.056 2.479 2.779 3.435 3.707 27 1.703 2.052 2.473 2.771 3.421 3.690 28 1.701 2.048 2.467 2.763 3.408 3.674 29 1.699 2.045 2.462 2.756 3.396 3.659 30 1.697 2.042 2.457 2.750 3.385 3.646 32 1.694 2.037 2.449 2.738 3.365 3.622 34 1.691 2.032 2.441 2.728 3.348 3.601 36 1.688 2.028 2.434 2.719 3.333 3.582 38 1.686 2.024 2.429 2.712 3.319 3.566 40 1.684 2.021 2.423 2.704 3.307 3.551 42 1.682 2.018 2.418 2.698 3.296 3.538 44 1.680 2.015 2.414 2.692 3.286 3.526 46 1.679 2.013 2.410 2.687 3.277 3.515 48 1.677 2.011 2.407 2.682 3.269 3.505 50 1.676 2.009 2.403 2.678 3.261 3.496 60 1.671 2.000 2.390 2.660 3.232 3.460 70 1.667 1.994 2.381 2.648 3.211 3.435 80 1.664 1.990 2.374 2.639 3.195 3.416 90 1.662 1.987 2.368 2.632 3.183 3.402

Appendix M

112

120 1.658 1.980 2.358 2.617 3.160 3.373

150 1.655 1.976 2.351 2.609 3.145 3.357

200 1.653 1.972 2.345 2.601 3.131 3.340

300 1.650 1.968 2.339 2.592 3.118 3.323

400 1.649 1.966 2.336 2.588 3.111 3.315

500 1.648 1.965 2.334 2.586 3.107 3.310

600 1.647 1.964 2.333 2.584 3.104 3.307

Appendix N

Appendix O